Chapter Seven
On-the-Job Training
Methods
© 2010 by Nelson Education Ltd.
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Learning Outcomes
 Describe on-the-job training methods
 List the advantages and disadvantages of each
 Describe how and when to use each training
method
 Describe the coaching process and how to
design a coaching program
© 2010 by Nelson Education Ltd.
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Learning Outcomes
 Define mentoring and describe how to develop a
formal mentoring program
 Describe the advantages/disadvantages of on-thejob and off-the-job training methods
© 2010 by Nelson Education Ltd.
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On-The-Job Training
Trainee receives instruction and training at work
station from a supervisor or experienced coworker
 Most common approach to training
 Especially useful for small businesses
 Most misused:
• Often not well planned or structured
• People assigned to train have no training to be
trainer
• Potential transfer of undesirable habits/attitudes
 Structured approach most effective
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Job Instruction Training
Formalized, structured, and systematic
approach to OJT
• Incorporates the principles of behaviour
modelling
 Four steps:
• Preparation
• Instruction
• Performance
• Follow up
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Job Instruction Training
Step 1: Preparation
 Breaks down the job into small tasks, prepares
equipment and supplies and allocates time to learn
each task
 Determine communication strategy and what
trainee already knows and nature of the tasks to be
performed
 Stages: 1) put trainee at ease
2) guarantee the learning
3) build interest and show personal
advantage
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Job Instruction Training
Step 2: Instruction
 Telling, showing, explaining, and
demonstrating the task
 Show trainee how to perform job
 Repeat and explain key points in
detail
 Allow trainee to see whole job
again
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Job Instruction Training
Step 3: Performance
 Trainee performs task under
guidance from instructor who
provides feedback and
reinforcement
 Ask trainee to perform less
difficult parts of job
 Allow trainee to perform entire job
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Job Instruction Training
Step 4: Follow up
 Trainer monitors performance
and provides feedback
 Gradually tapers off
instruction as employee gains
confidence and skill
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Job Instruction Training
Tips for trainers
 Should not be managed differently from other
types of training
 Should be integrated with other training methods
 Ownership must be maintained
 Trainers must be properly chosen and trained
• SME may need train-the-trainer program
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Performance Aids
A device that helps an employee perform his/her
job (while on the job)
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Signs/prompts
Trouble shooting aids
Special tool or gauge
Flash cards
Posters or checklists
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Performance Aids
Tips for trainers
 Maximize visual performance aid with concepts
from graphic artists’ craft
• Ease of reading, colour, boldness, graphic
language
 Consider how performance aids might save time
and money
 Maximize use of technology (electronic
performance support systems)
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Job Rotation
Trainees are exposed to many jobs, functions
and areas within an organization
 Often used as an ongoing career-development
program
 Objective is to learn a variety of skills required
for current and future jobs or colleagues’ jobs as
done in cross training
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Job Rotation
Benefits
 Improved knowledge and skills
 More opportunities for career advancement
 Higher job satisfaction and salary
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Job Rotation
Tips for trainers
 Structure so that trainees receive sufficient exposure
and experience on each assignment to make it
worthwhile
 Tailor assignments to each individual’s training
needs
 Job rotation should be only one component of a
training program and learning process and
supplemented with classroom instruction, coaching
or mentoring
© 2010 by Nelson Education Ltd.
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Apprenticeship
Programs
Training for skilled trades that combines
OJT and classroom instruction
 Origins in Medieval times
 On-the-job component (80%) teaches skills
 Classroom component (20%) teaches theory
done in community colleges or “labour halls”
 Apprenticeship system covers over 65 regulated
occupations in four occupational sectors
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Apprenticeship
Programs
Construction Motive Power
Industrial
Service
Carpenter
Motor Vehicle
Mechanic
Mechanic
Chef
Plumber
Aircraft
Mechanic
Millwright
Baker
Tool & Die
Hairstylist
Stone Mason Machinist
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Apprenticeship
Programs
 Apprentice receives supervised training by a
journeyperson; must pass a provincial exam to
become qualified
 Apprenticeship period lasts between 1 and 5 years
depending on trade
 Apprenticeships are focused on collective training
needs of specific occupations within broad industrial
categories
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Apprenticeship
Programs
 Skills learned are transferable within an occupation
across Canada
 Red Seal program (developed in 1950’s) promotes
this transferability in specific occupations
 Flexibility is advantageous when regional supply and
demand fluctuates
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Apprenticeship
Programs
Federal
Provincial/
Territorial
Industry
Labour
Facilitates interprovincial mobility
Regulates &
administers
programs
Sponsors
apprentices
Promotes
programs
Pays tuition for inschool training
Pays for school
programs
Pays for OJT
period
Develops
curriculum
Provides income
support during inschool period
Promotes
programs and
develops
curriculum
Provides and
pays costs of
on-the-job
training
Provides tax
credits to
employers and
apprentices
Provides tax
credits to
employers and
apprentices
© 2010 by Nelson Education Ltd.
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Apprenticeship
Programs
Tips for trainers
 Positive ROI on investment in
apprentices for employer
 Demand for skilled
tradespersons increasing as
current labour force ages
 Significant focus on program
enhancement/ expansion to
meet needs of current/future
industries
© 2010 by Nelson Education Ltd.
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Apprenticeship
Programs
• Societal values influencing youth and parents to
select other occupations
• Opportunity to attract wider demographic into
apprenticeship labour pool
• Employer reluctance to offer apprenticeship
programs and rely on existing labour market to
meet their needs
• Role of HR and Training professionals important in
championing apprenticeships as effective
recruitment and retention strategy
© 2010 by Nelson Education Ltd.
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Coaching
One-on-one individualized learning
experience in which a more experienced
and knowledgeable person is formally
called upon to help another person
develop their insights and techniques
pertinent to the accomplishments of their
job
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Coaching
Key elements in coaching process
 Planned opportunities in work environment
 Agreed upon set of objectives
 Focus on strengths; weaknesses only if inhibiting
performance
Steps:
1. Initial discussion, setting objectives
2. Opportunities identified, long-term plan set
3. Employee performs tasks, reports to coach
• Process fitted into employee’s goals and
organization’s long-term strategies
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Coaching
Coaching Opportunities
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Transfers
Special assignments
Vacation replacement
Speaking engagements
Professional membership
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Coaching
 Effective in enhancing interpersonal skills,
communication skills, leadership skills, and selfmanagement skills
 Individual: Improves working relationships, job
attitudes, increases rate of advancement and
salary increases
 Organization: Increases in productivity, quality,
customer service, retention; decreases in
customer complaints, costs
© 2010 by Nelson Education Ltd.
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Coaching
Tips for trainers
 Build trust and understanding
 Ongoing dialogue and feedback
 Coach must be able to relate to
employee
 Coaching should be part of
broader process
 Effectiveness should be
evaluated
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Mentoring
Method in which a senior member of an
organization takes a personal interest in the
career of a junior member
 Mentor: provides coaching and counseling to a
junior employee (the protégé)
• Formalized mentoring programs are emerging in
organizations
• Focus is narrower than coaching: career
development of “junior” employees
• Participation is generally voluntary
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Mentoring
 Two roles of a Mentor:
• Career support
• Coaching, sponsorship, exposure, visibility,
protection, and provision of challenging
assignments
• Psychosocial support
• Friendship, listening, counselling, feedback,
role model for success
© 2010 by Nelson Education Ltd.
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Mentoring
Benefits
 Accelerate career progress of
underrepresented groups
 Transmit culture and values to
newer managers
 Pass on accumulated wisdom of
seasoned leaders
© 2010 by Nelson Education Ltd.
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Mentoring
Tips for trainers
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Ensure clarity of roles and expectations
Choose mentors carefully
Match mentors and protégé(s) with care
Train both mentors and protégé(s)
Structure the mentoring relationship
Ensure support from management
Include benefits for mentors
© 2010 by Nelson Education Ltd.
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Off-the-Job versus Onthe-Job Training
Off-the-job training method
Advantages:
 Can use wide variety of training methods
 Can control training environment
 Large numbers of trainees can be trained at once
Disadvantages:
 Can be much more costly than on-the-job training
 Because training environment differs from
workplace, there are challenges regarding transfer
of training
© 2010 by Nelson Education Ltd.
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Off-the-Job versus Onthe-Job Training
On-the-job training methods
Advantages:
 Lower cost
 Greater likelihood of
application of training on-thejob
© 2010 by Nelson Education Ltd.
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Off-the-Job versus Onthe-Job Training
On-the-job training methods (cont'd)
Disadvantages:
 Distractions in work environment during
training
 Potential for damage when training on actual
equipment
 Disruption of service, or slow down of
production, during training
 Potential safety issues
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Which Method is Best?
 What is most important is mixing and combining
methods (blended delivery approach) to best suit a
particular training need, objective, or any
organizational constraints
© 2010 by Nelson Education Ltd.
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Summary
 Identified as most common yet also most misused
and the need for planning and structure to achieve
effectiveness
 Discussed specific methods, their advantages and
disadvantages, and the considerations for use
 Identified importance of selecting most appropriate
method to meet training need, and value of blended
delivery approach with off-the-job methods
© 2010 by Nelson Education Ltd.
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